Dyscalculia (A Student who is Consistently Poor at Arithmetic) – Its Examination and A Plan of Action

 

Dyscalculia (A Student who is Consistently Poor at Arithmetic) – Its Examination and A Plan of Action 

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

Dyscalculia is a kind of disability that a student has, especially with mathematical skills (The Understood Team, n.d.). It is a type of cognitive deficiency in students whereby they face difficulty in understanding, learning, and doing the fundamental ideas in mathematical numeracy (Michaelson, 2007). In other words, students lack competence in mathematics. Sometimes, it is also called “math dyslexia”. There isn’t any specific research result on dyscalculia but it is believed that it is caused due to variations in the structure of the brain and its function. On the other hand, some believe that it is caused due to genetic factors, cognitive deficits in students, or serious head injuries or strokes (Plessis, 2021). This write-up promotes discussion on examining whether the students have dyscalculia or not and plans to help such students.

How can I examine whether the student has dyscalculia or not?

Most students in school face difficulties in mathematics subjects. Both boys and girls can show dyscalculia signs during mathematics class. One should understand that dyscalculia is a special kind of learning disorder that affects students in learning mathematics, not the other subjects (Jacobson, 2022).

Dyscalculia in students can easily be examined in the classroom. To examine my student who is consistently poor at arithmetic firstly, I would use data and resources to determine dyscalculia in that particular. The standardized assessment based on his age-appropriateness in attaining mathematical skills would be used to diagnose the inconsistency that he has between his capabilities and assessment result (Michaelson, 2007). Moreover, I would observe his learning behavior to examine his dyscalculia in him. For instance, during the activity in the classroom, if I find him facing difficulty in learning basic functions such as addition, subtraction, multiplication, division, place value, time tables, etc., and if he fails to grasp the concept from the non-numerical math calculations, then I would conclude assuming that the student is having dyscalculia. I would try to find whether that student can recognize numbers well or faces difficulty in connecting words with numerical symbols (Jacobson, 2022). Often, students with dyscalculia are seen avoiding mathematical games organized by the teacher or have minimal participation during the activities due to a lack of confidence. I would be observant of it through constant observation and follow-up.

Next, I would check if that particular student is facing difficulty in remembering numbers mentally or frequently making computational errors due to the weak memory span they possess (Michaelson, 2007). For instance, students find it difficult to remember mobile numbers or any other numbers (Numberphile, 2012, July 24) and recall mathematical symbols (The Aga Khan University Hospital, n.d.). While solving some mathematical problems, I would try to find out whether a student is struggling while organizing the steps involved in mathematical calculations. On the other hand, knowing that fact that students even can’t use mental mathematics while calculating instead, end up using their fingers as students used to do in pre-school (The Dyslexia Association, 2022) and are seen losing track while counting (Jacobson, 2022), I would be vigilant on finding all those things. Finally, I would also carry out the dyscalculia screener in the classroom to test his numeracy through a minor test that involves counting dots and making him compare numbers (Michaelson, 2007).

A Plan to Help a Student with Dyscalculia

Dyscalculia is considered a lifelong disorder that sometimes results in multiple challenges. Mathematics anxiety in students can develop the symptoms of innumeracy in the classroom and the intervention by the teacher to help them psychologically can meet a certain degree of remediation (Michaelson, 2007). However, certain strategies and tools can be used by the teacher to help students struggling with such issues (The Aga Khan University Hospital, n.d.).

To help my student who is consistently poor at arithmetic, I should plan to modify my instructional design so that I can accommodate such students during the learning process. In particular, my plan should focus more on improving his reading skills, mathematical problem-solving skills, and my general instructional design based on the needs of that particular child (Michaelson, 2007). On the other hand, I should also plan about how to make learning math in the classroom fun. To do this, I would engage him through mathematical games to help him practice math concepts because games would make him enjoy them as well as boost his comprehension level. I should always ensure that the solving processes are broken down into smaller pieces and add additional steps between normal steps that other students follow to solve the problems (Diehl, 2021). Such students should be engaged through color-coding while sorting out the algebraic concepts or through the graphic organizers that help in breaking down math problems easily. Even while providing instructions or assignments, I should provide separate worksheets broken down into sections for him to solve the word or number problems highlighting all the keywords and numbers (Morin, n.d.), and should always ensure to provide enough time for him to solve it. Finally, I should not forget to review his work in a frequent manner so that he can keep the information alive.

A Plan to Help Students who do not have Dyscalculia

It is known that most students face difficulty in math subjects. As a teacher, we can help such students to improve through various means. Firstly, motivating them by instilling confidence and a positive attitude toward the math subject is crucial. During the teaching process, the teacher should frequently ask questions as a follow-up lesson so that the teacher can track their understanding and clear their doubts on time (MLGS, 2019). It would also create a forum for students to clear their doubts, especially those students who are shy and silent. On the other hand, the teacher should encourage parents to help their children with math problems every night so that they get enough revision at home and can help them identify their problem areas so that they can clear their doubts in the classroom (Grade Power Learning, 2018). Over and above, the teacher should make the math lesson fun for all students and should help students to contextualize it through collaboration and reflection.

To conclude, students with dyscalculia can be helped. The teacher should be patient in helping such students and should let them know about their strengths and weaknesses. At the same time, students should be made aware of their learning styles (The Nemours Foundation, n.d.). The only thing that the teacher should do is to change the teaching strategies and give personal attention to such students so that their confidence gets boosted.

 

References

 

Diehl, E. (2021). Strategies for Teaching Students with Dyscalculia. https://study.com/academy/lesson/strategies-for-teaching-students-with-dyscalculia.html

Grade Power Learning. (2018). 11 Signs Your Child Is Struggling with Math (And How to Help). https://gradepowerlearning.com/signs-child-struggling-with-math/

Jacobson, R. (2022). How to Spot Dyscalculia. https://childmind.org/article/how-to-spot-dyscalculia/

Michaelson, M.T. (2007). An overview of dyscalculia. The Australian Mathematics Teacher, 63(3). https://files.eric.ed.gov/fulltext/EJ776577.pdf

MLGS. (2019). How Can Weak Students Improve in Math? https://mlgstuition.com/how-can-weak-students-improve-in-maths/

Morin, A. (n.d.). Classroom accommodations for dyscalculia. https://www.understood.org/en/articles/at-a-glance-classroom-accommodations-for-dyscalculia

Numberphile. (2012, July 24). Dyscalculia – numberphile [Video]. YouTube.

Plessis, S. (2021). 4 Dyscalculia Causes. https://www.edubloxtutor.com/what-causes-dyscalculia/

The Aga Khan University Hospital. (n.d.). Dyscalculia. https://hospitals.aku.edu/pakistan/diseases-and-conditions/Pages/dyscalculia.aspx

The dyslexia Association. (2022). What are the signs of Dyscalculia? https://www.dyslexia.uk.net/specific-learning-difficulties/dyscalculia/the-signs-of-dyscalculia/

The Nemours Foundation. (n.d.). Dyscalculia Factsheet (for Schools). https://kidshealth.org/en/parents/dyscalculia-factsheet.html#:~:text=Students%20with%20dyscalculia%20may%3A,have%20trouble%20remembering%20math%20facts

The Understood Team. (n.d.). What is dyscalculia? https://www.understood.org/en/articles/what-is-dyscalculia